This seminar will outline a Nuffield-funded project that aimed to predict differences in children’s cognitive skills from 2 to 4 years of age by identifying family- and neighbourhood-level environments that interact with the genome-wide polygenic score for years in education. Genome-wide polygenic scores capture individuals’ genetic propensities for psychological traits, such as cognitive skills. Studying gene-environment interactions in early life allows us to examine how the environments that surround children impact the effect genes have on their development. Data were collected as a part of the Twins Early Development Study (TEDS) in the United Kingdom. This research has potential implications for improving children’s developmental and educational outcomes in early life.